句型反映句子的基本構造，並構成語言溝通的單位。相關文獻指出句子構成母語人士的語文素養之關鍵（Chomsky 1980; Wei 2017）。句子的認知不僅與聽、說、讀、寫能力相關，更影響其接收、處理語言訊息的效能，可見句型教學應是語文教育的重要環節。然而，現今從教學角度建構適合臺灣中小學生學習之句型體系的相關文獻仍較匱乏，相關文獻迄今無法做簡單句型的歸類以建構句型在語言學習或教學之間的層次關係。本計畫預計以兩年五個月的時程，探究臺灣中小學國語文教科書的句型特徵。藉由對比各版本教科書的句型在形式類別、出現頻率、習得順序的共性與個性，期能劃分句型的難度等級，最終目的是確立課綱中各學習階段所應掌握的句型數量及其內容，以作為後續研究編排教學內容或制訂評量標準的參照。

　　The aim of this project is to build up a criterion of sentence learning from the beginning to the ninth year school students. However, the essential purpose of the criterion is expected to shed light to the compilation or editing of related textbooks, language teaching, and testing in such a way that different sentence patterns play a role in the progress of Chinese learning. Given that there has been no or little literature concerning the levels of sentence patterns in terms of difficulty, this project is significant in both the adoption of sentence patterns for different levels of textbooks and the indicators for the evaluation of how much has been taught and learned. 

　　This is a two-year-and a half project, with the first 17 months collecting related textbooks for primary schools and sorting out sentence patterns to reflect the policy, and the other time collecting the secondary school textbooks and sorting out the sentence patterns by way of levels of difficulty.